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Planning and teaching lessons using Bloom’s Taxonomy with Webb’s DOK: Conversation

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Planning and teaching lessons using Bloom’s Taxonomy with Webb’s DOK: Conversation

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To examine my growth in planning and teaching lessons using Bloom's Taxonomy with Webb's DOK, I have attached my first attempt in this class at partially developing a lesson plan. As you can see, there is room for growth in several areas. For example, the Standard 2 activity in the "Level 4" box did not reflect a Level 4 activity before I edited it. Before I edited the activity, I had students create 3-4 compound sentences that use a coordinating conjunction. Dr. Buchanan commented "Creating something does not make it Level 4 (example - they created sentences for your Level 2 activity). Doing something correctly does not make it Level 4." For it to be a level 4 activity, students would need to use critical thinking skills to evaluate and analyze the materials. The resource that helped me fix this error was the Webb's DOK article shared on Google Classroom https://www.ascd.org/blogs/what-exactly-is-depth-of-knowledge-hint-its-not-a-wheel.

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Planning and teaching lessons using Bloom's Taxonomy with Webb's DOK: Insight

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Planning and teaching lessons using Bloom's Taxonomy with Webb's DOK: Insight

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With the feedback provided, I was able to see where I went wrong. My ah-ha! the moment came when I evaluated Webb's DOK question stems chart from Google Classroom. These questions allowed me to see what the teacher should be asking and expecting from the students at each level.

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Planning and Teaching Webb's DOK: Impact

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Planning and Teaching Webb's DOK: Impact

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Learning to utilize Bloom's Taxonomy and Webb's DOK informed the methods that I implemented in my lesson plan for project two. Learning about and utilizing Bloom's Taxonomy, I was able to structure the lesson according to where the students were in their understanding of the content. This is something that I plan to implement as a teacher. By having students begin a new concept by remembering and working their way up to a place where they can create with what they have learned, students are given ample opportunity to practice and refine their skills and knowledge. Not to mention, by implementing Webb's DOK, students are able to go deeper than the surface level and retain the information more effectively.

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Writing equitable and diverse instructional approaches that afford all students an opportunity to learn using UDL: Conversation

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Writing equitable and diverse instructional approaches that afford all students an opportunity to learn using UDL: Conversation

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This video reflects my knowledge of UDL upon first learning about it. In this video, I discuss how I saw a UDL as something that recognized the need to access all students. However, I thought that this meant tailoring to each student's needs and interests. I learned though a classmate's response to my video as well as a video from someone else in the class who posted on the topic that it is important to understand that each student is unique, but you do not need to tailor your lesson to each student. The article that helped me understand this concept was https://www.understood.org/en/articles/universal-design-for-learning-what-it-is-and-how-it-works

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Writing equitable and diverse instructional approaches that afford all students an opportunity to learn using UDL: Insight

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Writing equitable and diverse instructional approaches that afford all students an opportunity to learn using UDL: Insight

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This was a major moment of realization for me when it came to understanding the purpose of a UDL. As I mentioned, I previously thought that every lesson met the individual needs of each student. However, after reading this comment left by Dr. Buchanan and reading the article (https://www.understood.org/en/articles/personalized-learning-what-you-need-to-know), I realized that it was more about providing equal learning opportunities for the whole class.

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Writing equitable and diverse instructional approaches that afford all students an opportunity to learn using UDL: Impact

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Writing equitable and diverse instructional approaches that afford all students an opportunity to learn using UDL: Impact

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By comparing my initial ideas about UDL and my completed lesson plan, you can see how I went from thinking that lessons must be personalized to each student to thinking about how each lesson can reach all students. This is something that I plan to do for my future students as I create my lesson plans. I will make sure that several different skills, needs, strengths, and weaknesses are being addressed simultaneously for the benefit of all students.